Republic of the Philippines
Department of Education
Region XI
LOWER TAMUGAN NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT
DAILY LESSON PLAN
School Year 2022-2023
School
Lower Tamugan National High
School
Grade Level
12
Teacher
Anna Lhyn B. Apara
Learning Area
Time Allotment
60 minutes
Quarter
PERSONAL
DEVELOPMENT
2
Objective 2 -
I.
OBJECTIVES
1.
2.
3.
4.
Define the Family Structures, Types, and Descriptions.
Identify Types of Family Structures.
Reflect their selves in any Types of Family Structures.
Cooperate in group activities.
5.
Identify the different developmental stages of human
being
Create their personal timeline
Evaluate their developmental stage as an adolescent
through an acrostic poem.
6.
7.
A. Content Standards
B. Performance
Standards
C. Learning
Competencies /
Objectives
Write the LC code for
each
II.
CONTENT
Used research-based
knowledge and principles of
teaching and learning to
enhance professional practice
Bloom's taxonomy theory
Knowledge, Comprehension,
Application, Analysis, Synthesis,
and Evaluation.
Developmental Stages in Middle and Late Adolescent
Classify various developmental tasks according to development stage (Esp-PD11/12DS-lc-3.1)
Developmental Stages in Middle and Late Adolescent
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing yesterday’s
lesson or Presenting the
new lesson
Connect the lesson with
ADM: Personal Development – Grade 12, Quarter 1 – Module 3: Developmental Stages in Middle and
Late Adolescent page 1-2.
https://en.wikipedia.org/wiki/Self-concept
A. Preliminary Activities
 Prayer
 Attendance
Indicator No. 4
Establish safe and secure learning
environments to enhance learning
through the consistent
learners’ prior knowledge.
Explicitly teach to the
learners how the new
lesson
connects
to
previous lessons. Review
and present new lessons in
a systematic manner.
 Reminders on cleanliness, wearing of mask and social
distancing
B. Review
SCAVENGER HUNT!
The class will be set by pair and given a list of review topics and
allow them to open their notebooks to seek the answers.
1.
2.
3.
4.
5.
Self Concept
Actual Self
Ideal Self
Intellectual Self
Self-confidence
implementation of policies,
guidelines and procedures
Indicator 1
Apply knowledge of content
within and across curriculum
teaching areas
Linking to English subject through
reading comprehension and note
taking.
This helps to teach the value of
keeping good notes.
Indicator 6
Maintain learning environments
that nurture and inspire learners
to participate, cooperate and
collaborate in continued learning.
Students are set per pair to
encourage learning.
Since the learners have assessed their individual development as
a person, the teacher will flash pictures and randomly ask
students according to their number in the class list.
PICTURE 1
Indicator 1
Apply knowledge of content
within and across curriculum
teaching areas
Linking to Science on the different
stages in life of human being..
Indicator 2
Display proficient use of Mother
Tongue, Filipino and English to
facilitate teaching and learning
B. Establishing a purpose
for the lesson
Motivate them to learn the
new lesson. Encourage
them to ask questions
about the new topic. This
will help establish a reason
for learning the new
lessons.
The teacher will translate questions
to Filipino and Bisaya and let the
learners answer the questions using
the language they are comfortable
with.
PICTURE 2
Indicator 3
Use effective verbal and nonverbal classroom communication
strategies to support learner
understanding, participation,
engagement and achievement.
The use of picture in engaging
student’s learning.
Indicator 5
Maintain learning environments
that promote fairness, respect and
care to encourage learning
The learners are free to answer
whatever they think about the
questions.
Since learners are now familiar with the topic, the teacher will
introduce the objectives as follows:
At the end of the discussion, the learners will be able to:
1.
2.
3.
identify the different developmental stages of human
being,
create their personal timeline,
evaluate their developmental stage as an adolescent
through an acrostic poem.
CREATE YOUR OWN TIMELINE
Instruct the students to get their journal and let them draw the
timeline in horizontal, vertical, diagonal, or even using ups and
down depending on their imagination. They will think of a title
for their personal timeline which includes the name of a person
important to them. The activity shall be done for 1o minutes.
C. Presenting examples/
instances of the new
lesson
Provide examples of the
new lesson. Show what
the instances of the content
and competencies. This is
where the concepts are
clarified.
Guide Questions:
1. Who are/were the most significant people in your life?
How did they influence you?
2. Identify the turning points of your timeline.
3. If you will give a title for your timeline, what would it
be and why?
Indicator 3
Use effective verbal and nonverbal classroom communication
strategies to support learner
understanding, participation,
engagement and achievement.
Use of hand gestures in reminding
classroom rules..
Indicator 5
Maintain learning environments
that promote fairness, respect and
care to encourage learning
The learners are free to tell
whatever they think on their idea in
creating their own timeline.
Bloom's taxonomy theory
Knowledge, Comprehension,
Application, Analysis, Synthesis,
and Evaluation.
PICTURE ANALYSIS
The teacher will be showing a picture and allow the student to
analyze and let them write their answers in the journal notebook.
D. Discussing new
concepts and practicing
new skills #1
(Leads to Formative
Assessment 1)
Discuss the concepts.
Prepare good questions
for this. Listen to the
answers of learners to
gauge if they understood
your presentation lesson.
If not, then reteach. If
they have understood,
then
proceed
to
deepening the lesson.
Indicator 5
Maintain learning environments
that promote fairness, respect and
care to encourage learning
The learners are free to answer
whatever they think about the
questions.
Bloom's taxonomy theory
PARAPHRASING
E. Discussing new
concepts and practicing
new skills #2
(Leads to Formative
Assessment 2)
Deepen the lesson with
new ways to apply the
learning. Pair, group and
team work might be a good
way to help learners
discuss the lesson among
themselves.
They can
present their work to the
class and this serves as the
teachers’ way of assessing
if the
concepts
are
solidifying and if their
skills are developing.
F. Developing mastery
(Leads to Formative
Assessment 3)
Develop mastery through
more individual work
activities such as writing,
creative
ways
of
representing
learning,
dramatizing, etc.
Let
children demonstrate their
learning
through
assessable activities such
as quizzes, worksheets,
seat work, and games.
When
the
children
demonstrate learning, then
proceed to the next step.
Add activities as needed
until formative assessment
shows that the learners are
confident
in
their
knowledge
and
competencies.
A box will be passed along the class- 1 set of paper slip per row
color coded according to the different stages of development,
and a bond paper to glue their answers.
They will be given five minutes to come up with as many ways
to say the sentence as they can. Each good way of putting it is
worth one point. The winner is the team with the most points.
Knowledge, Comprehension,
Application, Analysis, Synthesis,
and Evaluation applied in
paraphrasing.
Indicator 7
Apply a range of successful
strategies that maintain learning
environments that motivate
learners to work productively by
assuming responsibility for their
own learning
The teacher will provide scrambled
phrases color-coded to add
ambiance in the learning
environment.
Indicator 9
Display proficient use of Mother
Tongue, Filipino and English to
facilitate teaching and learning
Group Presentation/ Reporting
Learners will select a representative and present their output.
CRITERIA
Number of correctly arrange
phrase/sentence
POINTS
5
Timelines (-1 point for every minute late)
5
Presentation
5
TOTAL
15 points
Guide Questions:
1. On what developmental stage did you belong?
Indicator 6
Maintain learning environments
that nurture and inspire learners
to participate, cooperate and
collaborate in continued learning
Indicator 1
Apply knowledge of content
within and across curriculum
teaching areas
Linking to English through sentence
construction.
Linking to Filipino through sentence
construction using Filipino if they
wish.
Linking to Science on the stages in
human development.
G. Finding practical
applications of concepts
and skills in daily living
Develop appreciation and
valuing for their learning
by bridging the lesson to
daily living.
This will
establish relevance in the
lesson.
H. Making
generalizations and
abstractions about the
lesson
Conclude the lesson by
asking
children
good
questions that will help
them
crystallize
their
learning so they can
declare the knowledge and
demonstrate their skills.
I. Evaluating learning
Assess
whether
the
learning objectives have
been
met.
Evaluation
should tap into the three
types of objectives.
J. Additional activities
for application or
remediation
Based on the formative
assessments,
provide
children with enrichment
or remedial activities.
Those
who
are
demonstrating difficulties
with the lesson should be
given extra time by the
teacher for additional
teaching.
ACROSTIC
Create an acrostic poem for the word ADOLESCENCE
that depicts your developmental stage as an adolescent.
Linking to English through sentence
construction.
A
D
O
L
E
S
C
E
N
C
E
Linking to Filipino through sentence
construction using Filipino if they
wish.
CHECK YOUR PERSONAL TIMELINE
1.
Indicator 1
Apply knowledge of content
within and across curriculum
teaching areas
Revisit your timeline and check if each developmental
stages has been included. If not all, revise your timeline
based on the discussion.
Indicator 9
Adapt and use culturally
appropriate teaching strategies to
address the needs of learners
from indigenous groups
Contextualizing their output into
their personal experiences.
Short Test:
1. Foundation age when basic behavior are organized
and many ontogenetic maturation skill are
develop.(Infancy)
2. Gang and creativity age when self-help skills,
social skills, school skills, and play are develop
(Late Childhood)
3. Transition age when adjustment to initial physical
and mental decline are experience ( Middle Age)
4. Retirement age when increasingly rapid physical
and mental decline are experienced.(Old Age)
5. Age of hereditary endowments and sex are fixed
and all body features, both external and internal
are developed ( Pre-natal)
Read Havighurst’s developmental tasks during the life span of
an individual. ADM: Personal Development – Grade 12,
Quarter 1 – Module 3: Developmental Stages in Middle and
Late Adolescent pageS 2-3.
Bloom's taxonomy theory
Knowledge, Comprehension,
Application, Analysis, Synthesis,
and Evaluation applied in
paraphrasing.
V- REMARKS
VI- REFLECTION
A.
No. of learners
who earned 80% on the
formative assessment
B.
No. of learners
who require additional
activities for
remediation.
C.
Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D.
No. of learners
who continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G.
What innovation
or localized materials
did I use/discover
which I wish to share
with other teachers?
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Prepared by:
Checked by:
ANNA LHYN B. APARA
Subject Teacher
ELLIN C. GAMAYOT
SHS Focal Person
Noted by:
Approved by:
VICENTE S. GAZO
Assistant Principal II
JOSE ALLAN M. SUGANOB
Principal II
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